NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1156693
Record Type: Journal
Publication Date: 2017-May
Pages: 7
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1539-2422
The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology Courses
Camfield, Eileen Kogl; Land, Kirkwood M.
Bioscene: Journal of College Biology Teaching, v43 n1 p20-26 May 2017
In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member's conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence.
Association of College and Biology Educators. Web site: http://acube.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A